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Home > Policy > White Paper, Notice, Announcement > White Paper > WHITE PAPER ON SCIENCE AND TECHNOLOGY2003 > Part1 1.3 1.3.3 1.3.3.1

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Part1 Human Resources in Science and Technology Required of Japan in the Future
1.3 How Human Resources in Science and Technology Should be Fostered and Secured
1.3.3 Realization of Society Fostering Human Resources in Science and Technology
1.3.3.1 People's Interest and Understanding Necessary to Secure Human Resources in Science and Technology


(1)Interest in Science and Technology

  A comparison of Japan and the United States regarding interest in science and technology issues 9) showed that people in Japan apparently exhibit less interest in science and technology than people in the United States (Figure1-3-80) .The Japanese people's low level of interest in science and technology could affect people's dreams and hopes,and render it difficult to foster and secure human resources for the future of science and technology,with its spirit of challenge and creativity.

Figure1-3-80 Comparison between Japan and the United States regarding the public's Level of interest in science and technology related matters


Note9)For the United States,the"degree of interest"is here classified into a point system,with"extremely interested"at100points,"somewhat interested"at50points,and"little or no interest at all,"at zero points.

(Children's Interest and Understanding of Science and Technology)

  According to a survey by the public broad-casting company NHK(Japan Broadcasting Corporation)Broadcasting Culture Research Institute,77.7%of the people who reported that they liked science when they were children(including people who responded"liked rather than otherwise")still had an interest in information about science and technology after becoming adults.By contrast,50.9%of those people who said that they disliked science when they were children(including people who responded"disliked rather than otherwise")had either little or no interest in science and technology as an adult.This result indicates that the extent of interest an adult has in science depends greatly on how much interest a person had as a child (Figure1-3-81) .

Figure1-3-81Interest in science and technology information and the likes or dislikes in science in childhood

  To secure top-level HRST,it is good to instill in the younger generation an interest in and understanding of science and technology.In the"Survey of the State of Japan's Research Activities(FY2002),"conducted by the Ministry of Education,Culture,Sports,Science and Technology,researchers were asked to name the person or thing that had an effect on their selection of researcher as a career,and20.0%of respondents selected"teacher in elementary,lower secondary,or upper secondary school,"followed by"science textbook,"at6.1%,and"experience with science experiment,etc.,in school class,"at16.3%(multiple responses).These results show that having an interest in science or mathematics during childhood is important,and that the role of elementary and lower secondary school education is important.

  The results of a survey into Japanese children's interest in arithmetic,mathematics,and science showed that,while Japanese children were internationally ranked at the top in performance,they ranked lower than other countries in their liking for arithmetic,mathematics,and science (Table1-3-82) .

(Schoolchildren's Interest in Science,etc.in Each Grade of Elementary and Lower Secondary Schools)

  In a comparison with a number of other countries,Japan showed a relatively low percentage of children with a liking for science and mathematics.In the Research on Curriculum for Primary and Lower Secondary Schools conducted in FY2001,however,the percentage of children who liked science more than other school subjects was actually quite high.By the third grade of lower secondary school,though,the percentage of children liking science had declined (Figure1-3-83) .In addition,response to a question about the importance of each school subject tended to show less positive answers the higher the grade level of the respondent.Moreover,a comparison of elementary school fifth-grade children with lower secondary school third-grade students regarding questions of whether studying for certain school subjects(whether it is an entrance examination subject)were important found that"I think so"and"I think so,rather than otherwise"responses showed just a0.1percentage point drop in agreement between the younger to older group for Japanese class,and just2.3percentage points for social studies.For mathematics and science,however,the drops were much steeper,at18.7percentage points for mathematics and14.6percentage points for science,revealing a sharp decline in belief about the importance of these two subjects (Figure1-3-84) .

  Furthermore,in response to a question of whether study of these subjects will be useful in regular life or society,the proportion who responded"I think so"or"I think so,rather than otherwise"regarding science and mathematics dropped sharply between the two grade levels,compared to virtually no drop regarding Japanese class or social studies (Figure1-3-85) .

  Focusing on the students who responded"I think so"or"I think so,rather than otherwise"to the question about whether they liked to study science,the proportion who believed that the subject will be useful in regular life or society declined from the lower to the higher grade level,while those who did not think that the subject will be useful did not exhibit much change between grade levels.These results appear to show that the decline in belief about the usefulness of science has an effect on the declining percentage of students who like science (Figure1-3-86) .

  In order to prevent the decline in children's liking for science in school education,it is necessary to pay more careful attention to children who express an intellectual interest in science,and promoting an education that uses various opportunities at school to help students recognize the importance of science and its connection to daily life.

(2)Basic Grounding in Science and Technology

  It is not always necessary for the people of Japan to have expert knowledge of science and technology.But as science and technology become ever more advanced,and with its results becoming more closely connected to people's lives,the people need to have a minimum grounding that will allow them to make appropriate decisions and evaluations regarding the relationship between science and technology,and society.This is what should be called cultivation for the modern person.Moreover,such basic grounding is not limited merely to knowledge about science,but also includes a curiosity about various events and things,asking why things are the way they are,thinking scientifically and logically,and an ability to make judgments,all encompassed under a having a"scientific mind."

Table1-3-82Proportion of students liking arithmetic,mathematics,and science

Figure1-3-83Proportion of students who like school subjects,by grade level

Figure1-3-84Proportion of students who believe that school subjects are important, by grade level

Figure1-3-85Proportion of students who believe that study of school subjects will be useful in regular life or society,by grade level

  When many of the people come to have a suitable knowledge about science and technology,and an ability to make judgments,an awareness that HRSTs are important intellectual assets for Japan will spread through society,and people will come to make suitable evaluations of the creativity and originality of those human resources.

(Schoolchildren's Basic Grounding in Science and Technology)

  The OECD is conducting the"Programme for International Student Assessment(PISA)"for the purpose of evaluating how well the knowledge and skills of15-year-old students,the age when compulsory education comes to an end,can be utilized to deal with issues that they will confront in real-life situations.The survey questions were designed to measure reading comprehension,mathematical literacy(skills related to mathematics for finding and understanding the role that mathematics plays in the world,and for making decisions based on firm mathematical foundations regarding the present and future life of individuals,career life,societal life with friends,family,and relatives,and life as a deep-thinking citizen with constructive interests),and scientific literacy(skills for understanding the natural world and changes in the natural world due to mankind's activities,for using scientific knowledge in decision-making,clarifying issues,and for deriving conclusions based on evidence).

Figure1-3-86 Change in the proportion of those who think science is useful in daily life or in the real world to the total number of schoolchildren who like science

  According to the survey results,which were released in2000with the participation of32countries,including Japan,students in Japan ranked first in mathematical literacy,and second in scientific literacy,clearly showing the extremely high standing of Japanese students internationally (Table1-3-87) .

  Moreover,in a focus on the top5%of students in each country,the people who can be most expected to play a role in raising the basic grounding in science and technology for the nation as a whole,and to be transformed into top-level HRST,Japan's students placed at the very top internationally.

  The PISA survey is planned to make more detailed surveys and analyses for mathematical literacy in2003,and for scientific literacy in2006.Meanwhile,the Research on Curriculum for Primary and Lower Secondary Schools conducted in FY2001 compared student achievement over time,and found that,while the situation is generally good,some issues are discernible for some grade levels and subjects,so that further teaching improvements are needed (Table1-3-88) .

Table1-3-87The result of the OECD survey on schoolchildren's learning attainment, "PISA2000Assessment of Reading,Mathematical and Scientific Literacy"

Table1-3-88Comparison results of the assessment of schoolchildren's achievement using the same questions as those in the previous survey in the Research on Curriculums

(Adults'Basic Grounding in Science and Technology)

  Meanwhile,an international comparative survey targeting adults aged18or more regarding their degree of understanding of basic concepts in science and technology found that the correct answer rate for Japan was a low14out of17countries and one region targeted (Figure1-3-89) .

Figure1-3-89Degree of understanding of basic concepts in science and technology (average correct answers for11questions)

  While this survey is merely a comparison of the degree of understanding for basic concepts only,just one aspect of the basic grounding in science and technology,and it is necessary to pay attention when comparing it to the results of the above survey on student understanding,it would appear that the internationally high standards obtained by Japanese students in scientific literacy set against the internationally low standards of Japanese adults'grounding in basic science and technology shows that,for many people,the scientific knowledge and attitude to learn actively are not fully established.It also implies at the possibility that this knowledge was retained only while students were in school,particularly for the university or college entrance examinations.

COLUMN

Science Literacy Survey in China

  China has set a goal to become a"science-flourishing nation,"and is currently promoting policies for the popularization of science to boost the level of the people's scientific knowledge.

  In2001,the China Association of Science and Technology conducted a science literacy survey on ordinary citizens living all over China(adults aged18to69).The survey targeted the level of people's understanding for basic knowledge about S&T,as well as the level of interest in and attitudes toward S&T.In particular,the survey used the same questions,listed in Figure1-3-89 ,regarding the level of understanding about basic knowledge as were used in other countries'surveys,to make international comparisons possible(Survey total:8,520people,valid responses:8,350people,for a response rate of98.0%).

  The results found that1.4%of respondents had basic science literacy,with5.1%of respondents having an understanding of basic science knowledge.These rates were lower compared with respondents from advanced nations.On the other hand,however,many respondents in the age18to29group had high science literacy,and the ratios for that age group were higher than in the advanced nations.

  In addition,many people in China hold a high level of respect for scientists,and parents selected scientist as the second most popular career choice for their children,after doctor.Moreover,respondents with higher education levels tended to show even more elevated respect for scientists,engineers,and university instructors.

  The high level of literacy and high level of respect for scientists among China's younger generation revealed by the survey hints strongly at a sharp rise in the public's science literacy in the future.With China,the nation with the world's largest population,arriving at such a high standard of scientific and technological knowledge,it will surely secure advanced capabilities in S&T activities.

Figure1-3-90International comparisons of basic science literacy

Figure1-3-91International comparisons of science literacy,by age group


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